ABSTRACT
ABSTRACT: The use of code-switching by teachers in teaching English can be found either in students with low or high proficiency. This paper explores the code-switching used by a teacher in teaching English for high-level proficiency students in a senior high school in Indonesia. It investigated types, reasons or motivations, and functions of code-switching in five classrooms. The findings show that (1) the teacher employs two types of code-switching, i.e. situational and metaphorical code-switching. (2) There are eight reasons that motivate the teacher to switch the code. (3) Generally, the teacher employs ten functions of code-switching. The research concludes that the teacher uses code-switching as a strategy in teaching English and it has positive effects on the students’ learning. By employing code-switching, the teacher facilitates learning so the learning goal and objectives can be achieved effectively, and the students feel secure thus learn effectively.
